AP Psych Essay 2012-2015
Unlock all answers in this set
Unlock answersquestion
2015: Researchers conducted a naturalistic study of children between the ages of 5 and 7 years. The researchers visited classrooms during class party celebrations. As a measure of hyperactivity, they recorded the number of times children left their seats. The researchers found a strong positive correlation between sugary snacks offered at the parties and hyperactivity. Based on these findings, the researchers concluded that sugar causes hyperactivity. A. How might the following explain why people may easily accept the conclusion of the study described above? (Confirmation Bias, Availability Heuristic, Misunderstanding of Correlational Studies)
answer
-confirmation bias: people accept the conclusion when it supports previously held beliefs (people expect sugar to cause hyperactivity, so they're more likely to accept the conclusion) -availability heuristic: example of sugar causing hyperactivity that readily comes to mind would lead to acceptance of the conclusion -misunderstanding of correlational studies: failure to understand that correlation does not imply causation
question
2015: Researchers conducted a naturalistic study of children between the ages of 5 and 7 years. The researchers visited classrooms during class party celebrations. As a measure of hyperactivity, they recorded the number of times children left their seats. The researchers found a strong positive correlation between sugary snacks offered at the parties and hyperactivity. Based on these findings, the researchers concluded that sugar causes hyperactivity. B. As a follow-up study, the researchers are designing an experiment to test whether sugar causes hyperactivity. For the experiment, please do the following. (state a possible hypothesis, operationally define the dependent variable, describe how random assignment can be achieved)
answer
-hypothesis: statement of causal relationship between cause and effect (sugar has no effect on hyperactivity) -define dependent variable: hyperactivity (measured by number of times out of a chair) -random assignment: subjects have equal chance of being placed in groups or conditions
question
2015: Researchers conducted a naturalistic study of children between the ages of 5 and 7 years. The researchers visited classrooms during class party celebrations. As a measure of hyperactivity, they recorded the number of times children left their seats. The researchers found a strong positive correlation between sugary snacks offered at the parties and hyperactivity. Based on these findings, the researchers concluded that sugar causes hyperactivity. C. Based on the results of the follow-up experiment described in Part B, researchers conclude that sugar does not cause any change in hyperactivity. Draw a correctly labeled bar graph depicting this result.
answer
-x-axis: sugar -y-axis: hyperactivity -2 bars of the same height
question
2015: Chandler and Alex were transferred to a new city and needed to find a new home. They carefully considered every house within their price range and finally purchased one that met all their criteria. A. Explain how each of the following is related to their decision to buy the home. (prefrontal cortex, algorithm)
answer
-prefrontal cortex: used in active cognitive processes (decision making, logical thinking, planning, judgment, inhibition, evaluation...); to evaluate pros and cons -algorithm: step-by-step procedure (equation, formula, trying every option...); figure out what they can afford
question
2015: Chandler and Alex were transferred to a new city and needed to find a new home. They carefully considered every house within their price range and finally purchased one that met all their criteria. One month before the move, Chandler and Alex asked friends to help them organize and pack their belongings. One week before the scheduled moving day, they learned that they needed to move out within 48 hours, so they quickly finished packing. B. Explain how each of the following concepts could be related to their moving process. (social loafing, alarm stage of general adaptation syndrome)
answer
-social loafing: link the presence of others to low or diminished effort; assuming other people will do the work so you slack off -alarm stage of the general adaptation syndrome: physiological stress response; when it becomes crunch time, they enter the alarm stage, and their adrenaline makes them work faster
question
2015: Chandler and Alex were transferred to a new city and needed to find a new home. They carefully considered every house within their price range and finally purchased one that met all their criteria. C. Provide an example that explains how each of the following concepts could be related to life in their new home and new neighborhood. (proactive interference, habituation, normative social influence)
answer
-proactive interference: old behaviors inhibit new learning; hard to think of their new address because they keep remembering the old one -habituation: decrease in responsiveness to recurring stimulus; the neighbor's dog barking stops bothering them after a while -normative social influence: specific behavior that is in agreement with the group and motivated by the desire to fit in; mowing the lawn because all their neighbors mow theirs
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). A. Describe the levels of the independent variable.
answer
-the high or low power conditions; each level recalling a time when he or she had power over someone or someone had power over him or her
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). B. Describe how the researchers measured the dependent variable.
answer
-the height of the person's visual representation of him or herself
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). C. Create a bar graph illustrating the results of the study. Correctly label each axis.
answer
-x-axis: high, low -y-axis: height -use means as heights of bars
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). D. Explain why the researchers can conclude that there is a cause-and-effect relationship between the independent and dependent variables.
answer
-independent variable was manipulated -participants randomly assigned -study is an experiment, not correlational study
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). E. Explain what statistical significance means in the context of the study.
answer
-if results are statistically significant, then results are not likely to be random -high probability that independent variable caused changes in dependent variable
question
2014: In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a highpower (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants' perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). F. Explain why debriefing would be necessary in the study.
answer
-deception was used in the study (participants were told it was a business study) -debriefing minimizes any negative impact on the participants of the power conditions
question
2014: Abram recently graduated from high school and began his first year at a four-year university. Explain with an example how experiencing each of the following in the past may affect Abram's ability to succeed in college. (authoritarian parenting style, identity vs. role confusion, unconditional positive regard,
answer
-authoritarian parenting style: impair ability to form social relationships or enhance self-control, inability to choose for himself because things have always been chosen for him -identity vs. role confusion: knowing himself leads him to success, not knowing himself leads him to be unsuccessful (knows himself so he can choose the right major, does not know himself so joins too many clubs and has no time to study) -unconditional positive regard: love and support improve college or lack of love and support hinder his college (parents support him, so he was ready to study hard and support himself through college challenges; accepts others better and has more friends; if teachers don't accept him he won't go to class)
question
2014: Abram recently graduated from high school and began his first year at a four-year university. Abram's first year was very difficult, and he found that he was not as successful as he would have liked. Explain with an example how each of the following may help Abram be more successful in the future. (divergent thinking, elaborative rehearsal, intrinsic motivation, self-efficacy)
answer
-divergent thinking: thinking in different ways (creative scheduling maximizes his study time; thinks outside the box and can solve complex problems; does better in harder classes) -elaborative rehearsal: making the information meaningful (thought of his history assignment in relation to his family; used deep-processing to benefit from studying coarse material) -intrinsic motivation: motivation from internal factors, as opposed to extrinsic motivation which is from external factors (self-motivation makes him go to class all the time; love of learning) -self-efficacy: belief in one's abilities (he felt confident that he could get a job after college)
question
2013: In response to declining reading scores in local schools, John wrote an editorial suggesting that schools need to increase interest in reading books by providing students with incentives. Based on research showing a relation between use of incentives and student reading, he recommended providing a free pizza coupon for every ten books a student reads. A. Explain how each of the following psychological concepts can be used to refute John's argument. (correlational research, over-justification effect)
answer
-correlational research: correlation does not prove causation; the relationship may be due to a third variable; has not established direction of correlation -over justification effect: extrinsic motivators can reduce intrinsic motivation
question
2013: In response to declining reading scores in local schools, John wrote an editorial suggesting that schools need to increase interest in reading books by providing students with incentives. Based on research showing a relation between use of incentives and student reading, he recommended providing a free pizza coupon for every ten books a student reads. B. Explain how schedules of reinforcement can be used to strengthen John's plan.
answer
-should use a fixed-interval schedule to enhance reading and strengthen his argument (the kids will know exactly when they get rewards)
question
2013: In response to declining reading scores in local schools, John wrote an editorial suggesting that schools need to increase interest in reading books by providing students with incentives. Based on research showing a relation between use of incentives and student reading, he recommended providing a free pizza coupon for every ten books a student reads. C. Explain how each of the following psychological phenomena could influence a reader's view of John's argument. (belief perseverance, central route to persuasion, retroactive interference, source amnesia)
answer
-belief perseverance: readers have an existing opinion and refuse to change their minds to match his argument; people might agree with him despite other contradictory evidence -central route to persuasion: the reader actively processes his proposal (considers facts, weighs evidence, draws conclusions) based on his ideas; he was persuaded by logical arguments that influenced the readers' views in some way -retroactive interference: recent information interferes with older memories -source amnesia: reader recalls the information but does not remember it came from John
question
2013: A researcher compared the effectiveness of massed versus distributed practice in preparing for a memory test. Each of two groups memorized the definitions of 40 vocabulary words. In group A, there were 30 participants who were all under twenty-five years of age. Participants in group A used the method of distributed practice, studying for 30 minutes on each of four evenings. They were tested on the fifth morning at 7:00 A.M. In group B, there were 30 participants who were all over sixty years of age. Participants in group B used the method of massed practice, studying only from 6:30 P.M. to 8:30 P.M. on the evening before the test. They were tested the next morning at 7:00 A.M. All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. What is the operational definition of the dependent variable?
answer
-the speed or time in which participants recall definitions
question
2013: A researcher compared the effectiveness of massed versus distributed practice in preparing for a memory test. Each of two groups memorized the definitions of 40 vocabulary words. In group A, there were 30 participants who were all under twenty-five years of age. Participants in group A used the method of distributed practice, studying for 30 minutes on each of four evenings. They were tested on the fifth morning at 7:00 A.M. In group B, there were 30 participants who were all over sixty years of age. Participants in group B used the method of massed practice, studying only from 6:30 P.M. to 8:30 P.M. on the evening before the test. They were tested the next morning at 7:00 A.M. All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. Explain how the ethical flaw in the study can be corrected.
answer
-correct the release of the participants' names in future studies (obtain permission first, provide data to each person individually, can't provide names and scores to all participants)
question
All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. Explain how the research design flaw in the study can be corrected.
answer
-since independent variable varies with age group, groups must be equalized (make the ages of the groups the same)
question
All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. In a well-designed study, what does it mean to say there is a statistically significant difference between groups?
answer
-difference between groups is less likely due to chance and is more likely due to the manipulation of the independent variable
question
All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. How might each of the following concepts affect the results of the study? (fluid intelligence, circadian rhythm)
answer
-fluid intelligence: older people have less fluid intelligence, young people have more fluid intelligence and thus perform better on the task in the context of fluid intelligence, which would affect the results of the study -circadian rhythm: age differences in circadian rhythm would lead to a difference in task performance of the two groups; older participants at a disadvantage because of late study time or younger participants at a disadvantage because of early testing time
question
2012: Annabelle is planning to apply to college but has not yet decided where she will apply. Describe how the following psychological concepts and terms relate to her choice. (availability heuristic, compliance, prefrontal cortex, prospective memory)
answer
-availability heuristic: information that comes readily to mind (emphasize immediacy, suddenness); she sees an ad for a college and that pops into her mind when making her list -compliance: demand, request, or rule from another entity influences her decision-making process; her parents tell her to go to a college, so she goes there -prefrontal cortex: influences her decision-making process; reasoning, judgment, emotional control, planning, personality; allows her to think about college process and use reasoning to make her choice -prospective memory: remembers to perform a future task that is relevant to the decision making process; remembers to mail in applications by the due date
question
2012: Annabelle is planning to apply to college but has not yet decided where she will apply. Explain how the following psychological concepts could relate to how well Annabelle adapts when she begins her college career. (agoraphobia, crystallized intelligence, ethnocentrism)
answer
-agoraphobia: Annabelle's fear inhibits her from engaging in college life (public places, crowds, open spaces, being away from secure places or people) -crystallized intelligence: Annabelle's acquired skills, knowledge, or experiences relate to how she adapts to college life; her knowledge helps her score well on tests, learning in psych helps her make friends -ethnocentrism: Annabelle's belief that her own ethnic group is superior to others impacts her ability to adapt to college life; she believes people who are not of her ethnicity aren't as smart as her so she doesn't study with them
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. rods & peripheral vision
answer
-rods are located away from the center of the retina (on the side of the eye) and are responsible for peripheral vision
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. a list of unrelated words & word recall
answer
-how primacy, recency, or serial position influences word recall -strategy to enhance recall (mnemonic device)
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. serotonin & reduction of depression
answer
-increased serotonin in the brain reduces depression
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. retinal disparity & depth perception
answer
any of these: -each eye sees a slightly different view, which facilitates perception of depth, distance, and dimensions -location of the two eyes facilitates depth perception -two slightly different images of an object facilitate depth perception -retinal disparity provides a binocular cue that facilitates depth perception
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. motor cortex & body movement
answer
-motor cortex is in the frontal lobe and controls movement (the brain controls the leg)
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. presence of others & performance
answer
-social facilitation, social loafing, bystander effect, conformity (group projects--letting other people do work; social loafing)
question
2012: For each of the following pairs of terms, explain how the placement or location of the first influences the process indicated by the second. proximity & perception
answer
-near versus far objects, people, or sounds affect perception of a specific quality of objects, people, or sounds -when objects, people, or sounds are close to each other, we perceive a whole (Gestalt) -people or objects in close proximity to the observer are perceived more positively over time (mere exposure)
